Staff profile

After completing a degree in Education at Durham University in 1975, Professor Newton began working as a primary teacher in the North East of England. She completed her MA in Education at Durham University in 1981. Following a fellowship in science education, she worked for Durham Local Education Authority as an Advisory Teacher for Science. In 1987, she moved to the University of Newcastle as first a Lecturer in Primary Science and Design and Technology, and then a Senior Lecturer and Director of Primary Initial Teacher Training. During that time she became a Senior Lecturer and Deputy Head of School and also completed her PhD on the topic of Teachers’ Questioning for Understanding in Primary Science: An Approach through Mental Model Theory. She stayed at Newcastle for ten years before moving to Durham in 1997, initially as Course Leader of for the new specialist degree in science education for primary teachers based at the University’s Stockton Campus. Later she became Programme Director for the Primary PGCE in Durham, then Divisional Director of Initial Teacher Training and from 2005-2010, Head of the School of Education. After research leave in 2010/11 she returned to the role of Divisional Director for ITE. She is currently Head of the School of Education. She has taught on a range of science and education modules across the School of Education on undergraduate and higher degree programmes, and supervised dissertation and theses students researching a range of topics. She became Professor of Primary Education in 2003.

Professor Newton’s research interests range from effective communication in science and strategies that support teaching for understanding in science to exploring understanding, enagagement and creativity across the curriculum. She has researched teaching for understanding across the primary curriculum and the use of analogical reasoning to support the construction of understanding, and most recently teaching for creativity and productive thought. This is the focus of her book, Creativity for a new Curriculum: 5-11 (Routledge, 2012). She has written, edited or co-authored over a dozen books on science teaching, primary teaching and professional studies in the primary school. She has also written over one hundred academic and professional papers on these areas. Her research monograph, From Creative Thinking to Productive Thought (ICIE: Paris, 2013) presented a model for incorporating creative thinking into a wider framework of productive thought. Her keynote presentation at the ICIE conference in Krakow (2015) resulted in her latest monograph, Questioning: A Window on Productive Thinking. She is currently a member of the University's Durham Commission, reporting on creativity.

Completed Supervisions (since 2008)

The provision of nursery education in England and Wales to 1967 with special reference to North-East England

How do teachers' beliefs affect the implementation of inquiry-based learning in the PGS Curriculum? A case study of two primary schools in Hong Kong.

Can Information in Children’s Drawings Inform Teachers’ Practices? A Study of Singaporean Pre-school Teachers’ “Reading” of 5-6 year olds’ Drawings.

An examination of how the theory-practice relationship of pedagogy courses is conceived and perceived by the participants, and how management of education systems and faculties can enhance the quality of teacher education in Turkey

The Selection of Potential Undergraduate Students who Lack Traditional Qualifications: is a toolkit possible?

A case study on exploring the motivation and engagement of the
less academically inclined students in a Specialised School in Singapore

Engaging Children in Question Asking for Problem Finding to Encourage Creative Thinking in Primary School Science Teaching

 

Information for prospective doctoral research student supervisions

Lynn would welcome applications from prospective doctorate students on:
* primary and middle school science education;
* effective communication in science/ primary schools;
* teachers' questioning and explaining in science/ primary schools;
* teaching for understanding;
* creativity and productive thinking; and’
* concepts of engagement.

• Creativity and Purposeful Productive Thought
• Creativity and STEM subjects in Education
• Engagement in Primary/ Middle School Curricula
• Primary/ Middle School Science Education
• Questioning and Communicating for Effective Teaching and Learning

• 2025: Limerick University, Eire:
• 2024: ICIE Annual Conference - Bucharest:
• 2018: ICIE Annual Conference - Paris:
• 2017: ICIE Annual Conference - Lisbon:
• 2016: Visiting Professor: Northumbria University:
• 2016: Durham Commission on Creativity and Education:
• 2015: ICIE Annual Conference - Krakow:
• 2013: Best Research Paper - San Francisco University Library of the Best Research Papers in each field in the last decade: Paper lodged in the San Francisco University Library of the Best Research Papers in each field in the last decade:

  Newton, L.D. & Newton, D.P. (2009) What teacher see as creative incidents in elementary science lessons, International Journal of Science Education, 32(15), 1989-2005. ISSN 0950-0693 & 1464-5289. DOI: 1080/09500690903233249

• 2013: International Editorial Review Board: International Journal for Talent Development and Creativity: Professor Lynn Newton is a member of the Gifted and Talented International Editorial Review Board (2009-2013)
• 2011: Biennial World Conference of the World Council for Gifted and Talented Children:
• 2011: Visiting Professor: Nottingham Trent University: Appointed Visiting Professor at Nottingham Trent University - 3 year appointment (2011-2014)
• 2009: Ofsted Best Practice Case Study ITE Partnerships: Newton, L.D. & Newton, D.P. (2009) a problem-based learning approach to developing lesson planning skills in primary science, Teacher Development Agency Best Practice Case Studies.
• 2008: ICIE Annual Conference - Paris:

Authored book

• Making Purposeful Thought Productive
  
  Newton, L., & Newton, D. (2018). Making Purposeful Thought Productive. ICIE, International Centre for Innovation in Education.
• Meeting the Standards in Primary Science
  
  Newton, L. (2000). Meeting the Standards in Primary Science. Routledge.

Book review

• New perspectives in primary education: meaning and purpose in learning and teaching.
  
  Newton, L. (2013). New perspectives in primary education: meaning and purpose in learning and teaching. Cambridge Journal of Education, 43(1), 145-146. https://doi.org/10.1080/0305764x.2013.767544
• Creativity in Science and Science Education: A response to Ghassib
  
  Newton, L. (2010). Creativity in Science and Science Education: A response to Ghassib. Gifted and Talented International, 25(1), 105-109.

Chapter in book

• 'Creativity is our Hope': A wider perspective on creativity.
  
  Ward, S., & Newton, L. (2012). ’Creativity is our Hope’: A wider perspective on creativity. In L. Newton (Ed.), Creativity for a New Curriculum: 5-11. (pp. 120-130). Routledge.
• Introduction
  
  Newton, L. (2012). Introduction. In L. Newton (Ed.), Creativity for a New Curriculum: 5-11.. Routledge.
• Creativity in English.
  
  Newton, L., & Waugh, D. (2012). Creativity in English. In L. Newton (Ed.), Creativity for a New Curriculum: 5-11. (pp. 19-35). Routledge.
• Creativity in Science and Design and Technology.
  
  Newton, L. (2012). Creativity in Science and Design and Technology. In L. Newton (Ed.), Creativity for a New Curriculum: 5-11. (pp. 48-61). Routledge.
• Teaching for Creative Learning.
  
  Newton, L. (2012). Teaching for Creative Learning. In L. Newton (Ed.), Creativity for a New Curriculum: 5-11. (pp. 131-139). Routledge.
• Creativity in Art and Music.
  
  Newton, D., Donkin, H., Kokotsaki, D., & Newton, L. (2012). Creativity in Art and Music. In L. Newton (Ed.), Creativity for a New Curriculum: 5-11. (pp. 62-79). Routledge.
• Kreativitat fur alle in elementarer naturwissenschaftlicher (Creativity for all in Elementary Science).
  
  Newton, L. (2011). Kreativitat fur alle in elementarer naturwissenschaftlicher (Creativity for all in Elementary Science). In H. Geist, A. Kaiser, & C. Schomaker (Eds.), Sachunterricht fur alle Kinder (Elementary Science for all children) (pp. 133-144). Klinkhardt.
• Improving Primary Science Teaching
  
  Newton, L. (2009). Improving Primary Science Teaching. In M. Wenham & P. Ovens (Eds.), Understanding primary science : science knowledge for teaching. (p. xiii-xvii). SAGE Publications.
• A problem-based approach to training elementary teachers to plan science lessons.
  
  Newton, L., & Newton, D. (2008). A problem-based approach to training elementary teachers to plan science lessons. In G. Ollington (Ed.), Teachers and Teaching: Strategies, Innovations and Problem Solving. (pp. 54-74). Nova Science Publishers.
• Is understanding a priority in elementary science teaching?
  
  Newton, D., Newton, L., Blake, A., & Brown, K. (2002). Is understanding a priority in elementary science teaching?. In Progress in Educational Research (pp. 139-154). Nova Science Publishers.

Conference Paper

• Conceptions of Creativity in Elementary School Science.
  
  Newton, L., & Newton, D. (2009). Conceptions of Creativity in Elementary School Science. Presented at Excellence in Educatin 2008: Future Minds and Creativity., Paris.

Edited book

• Creativity for a New Curriculum: 5-11
  
  Newton, L. (Ed.). (2012). Creativity for a New Curriculum: 5-11. Routledge.
• Professional Studies in the Primary School
  
  English, E., & Newton, L. (Eds.). (2005). Professional Studies in the Primary School. David Fulton.
• Meeting the standards in secondary science: A guide to the ITT NC.
  
  Newton, L. (Ed.). (2005). Meeting the standards in secondary science: A guide to the ITT NC. Routledge.
• Teachers as Professionals: The Background
  
  English, E., & Newton, L. (Eds.). (2005). Teachers as Professionals: The Background. David Fulton.
• Teaching for Understanding across the Primary Curriculum.
  
  Newton, L. (Ed.). (2002). Teaching for Understanding across the Primary Curriculum. Multilingual Matters.

Journal Article

• Emotions Matter in Learning: The Development of a Training Package for Teachers in Higher Education
  
  Irving-Walton, J., Newton, L., & Newton, D. (2023). Emotions Matter in Learning: The Development of a Training Package for Teachers in Higher Education. International Journal for Talent Development and Creativity, 11 & 12(1), 179-191.
• Developing Creative Teaching Skills in Pre-Service Teachers
  
  Simpson, R., Newton, D., & Newton, L. (2022). Developing Creative Teaching Skills in Pre-Service Teachers. International Journal for Talent Development and Creativity, 10(1-2), 163-178.
• ‘Allowing them to dream’: fostering creativity in mathematics undergraduates
  
  Newton, D., Wang, Y., & Newton, L. (2022). ‘Allowing them to dream’: fostering creativity in mathematics undergraduates. Journal of Further and Higher Education, 46(10), 1334-1346. https://doi.org/10.1080/0309877x.2022.2075719
• The Creative Sciences
  
  Rees, S., & Newton, D. (2021). The Creative Sciences. School Science Review, 382, 57-62.
• Fostering creative thinking in a digital world
  
  Newton, D., & Newton, L. (2020). Fostering creative thinking in a digital world. The International Journal for Talent Development and Creativity, 8(1 & 2), 19-28.
• When Robots Teach: Towards a Code of Practice
  
  Newton, P., & Newton, L. (2019). When Robots Teach: Towards a Code of Practice. Research Journal Journal De Recherches, 80-86.
• Humanoid robots as teachers and a proposed code of practice
  
  Newton, D., & Newton, L. (2019). Humanoid robots as teachers and a proposed code of practice. Frontiers in Education., 4, Article 125. https://doi.org/10.3389/feduc.2019.00125
• A study of children’s classroom questions in relation to elementary science teaching
  
  Newton, D., Newton, L., & Abrams, P. (2018). A study of children’s classroom questions in relation to elementary science teaching. International Journal for Talent Development and Creativity, 6(1-2), 39-50.
• Teachers’ pedagogies and strategies of engagement
  
  Davies, L., Newton, D. P., & Newton, L. (2018). Teachers’ pedagogies and strategies of engagement. International Journal for Talent Development and Creativity, 6(1-2), 169-180.
• Creativity as a Twenty-First-Century Competence: An Exploratory Study of Provision and Reality
  
  Davies, L., Newton, D., & Newton, L. (2018). Creativity as a Twenty-First-Century Competence: An Exploratory Study of Provision and Reality. Education 3-13, 46(7), 879-891. https://doi.org/10.1080/03004279.2017.1385641
• The Selection of Potential Undergraduate Students who Lack Customary Academic Qualifications: is a toolkit possible?
  
  Moreton, I., Newton, D., Newton, L., & Mathias, J. (2017). The Selection of Potential Undergraduate Students who Lack Customary Academic Qualifications: is a toolkit possible?. Widening Participation and Lifelong Learning, 19(3), 64-84. https://doi.org/10.5456/wpll.19.3.64
• How can the understanding of analysis of sonata form movements be deepened by the use of graphic representation?
  
  Ferrari, D., Kokotsaki, D., Newton, D., & Newton, L. (2017). How can the understanding of analysis of sonata form movements be deepened by the use of graphic representation?. Journal of Music and Meaning JMM., 14, 1-20.
• The implementation of object-centred learning through the visual arts: Engaging students in creative, problem-based learning
  
  Parton, A., Newton, D. P., & Newton, L. (2017). The implementation of object-centred learning through the visual arts: Engaging students in creative, problem-based learning. International Journal of Education through Art, 13(2), 147-162. https://doi.org/10.1386/eta.13.2.147_1
• Creativity in 21st-Century Education
  
  Newton, L., & Newton, D. (2014). Creativity in 21st-Century Education. Prospects., 44(4), 575-589. https://doi.org/10.1007/s11125-014-9322-1
• Teachers' Questions: can they support understanding and higher-level thinking?
  
  Newton, L. (2013). Teachers’ Questions: can they support understanding and higher-level thinking?. Research Journal. = Journal De Recherches, 1, 6-17.
• Pre-service teachers’ conceptions of creativity in elementary school English.
  
  Newton, L., & Beverton, S. (2012). Pre-service teachers’ conceptions of creativity in elementary school English. Thinking Skills and Creativity, 7(3), 165-176. https://doi.org/10.1016/j.tsc.2012.02.002
• Engaging science: pre-service primary school teachers' notions of engaging science lessons
  
  Newton, D., & Newton, L. (2011). Engaging science: pre-service primary school teachers’ notions of engaging science lessons. International Journal of Science and Mathematics Education, 9(2), 327-345. https://doi.org/10.1007/s10763-010-9244-1
• Creative Thinking and Teaching for Creativity in Elementary School Science
  
  Newton, L., & Newton, D. (2010). Creative Thinking and Teaching for Creativity in Elementary School Science. Gifted and Talented International, 25(2), 111-124.
• What teachers see as creative incidents in elementary science lessons
  
  Newton, D., & Newton, L. (2010). What teachers see as creative incidents in elementary science lessons. International Journal of Science Education, 32(15), 1989-2005. https://doi.org/10.1080/09500690903233249
• Some student teachers' conceptions of creativity in primary school history
  
  Blake, A., Edwards, G., Newton, D., & Newton, L. (2010). Some student teachers’ conceptions of creativity in primary school history. International Journal of Historical Learning, Teaching and Research., 9(2), 15-24.
• Some student teachers' conceptions of creativity in school science
  
  Newton, D., & Newton, L. (2009). Some student teachers’ conceptions of creativity in school science. Research in Science and Technological Education, 27(1), 45-60. https://doi.org/10.1080/02635140802658842
• Knowledge development at the time of use: a problem-based approach to lesson planning in primary teacher training in a low knowledge, low skill context
  
  Newton, D., & Newton, L. (2009). Knowledge development at the time of use: a problem-based approach to lesson planning in primary teacher training in a low knowledge, low skill context. Educational Studies., 35(3), 311-321. https://doi.org/10.1080/03055690802648119
• A Procedure for Assessing Textbook Support for Reasoned Thinking
  
  Newton, L., & Newton, D. (2009). A Procedure for Assessing Textbook Support for Reasoned Thinking. The Asia-Pacific Education Researcher, 18(1), 109-115.
• Primary teachers' epistemological beliefs: some perceived barriers to investigative teaching in primary mathematics
  
  Bolden, D., & Newton, L. (2008). Primary teachers’ epistemological beliefs: some perceived barriers to investigative teaching in primary mathematics. Educational Studies., 34(5), 419-432. https://doi.org/10.1080/03055690802287595
• An analysis of primary technology textbooks: can they support cause and purpose explanations?
  
  Newton, D., & Newton, L. (2007). An analysis of primary technology textbooks: can they support cause and purpose explanations?. Research in Science and Technological Education, 25(2), 199-210. https://doi.org/10.1080/02635140701250725
• Could elementary mathematics textbooks help give attention to reasons in the classroom?
  
  Newton, D., & Newton, L. (2007). Could elementary mathematics textbooks help give attention to reasons in the classroom?. Educational Studies in Mathematics, 64, 69-84. https://doi.org/10.1007/s10649-005-9015-z
• Can RE textbooks help you teach for understanding the primary school?
  
  Newton, L., & Newton, D. (2007). Can RE textbooks help you teach for understanding the primary school?. REtoday, 25(1).
• Can explanations in children's books help teachers foster reason-based understandings in religious education in primary schools?
  
  Newton, L., & Newton, D. (2006). Can explanations in children’s books help teachers foster reason-based understandings in religious education in primary schools?. British Journal of Religious Education, 28(3), 225-234. https://doi.org/10.1080/01416200600811311
• Could elementary textbooks serve as models of practice to help new teachers and non-specialists attend to reasoning in music?
  
  Newton, L., & Newton, D. (2006). Could elementary textbooks serve as models of practice to help new teachers and non-specialists attend to reasoning in music?. Music Education Research, 8(1), 3-16. https://doi.org/10.1080/14613800600570660
• To what extent can children's geography books help a primary school teacher explain cause and purpose?
  
  Newton, L., & Newton, D. (2006). To what extent can children’s geography books help a primary school teacher explain cause and purpose?. International Research in Geographical and Environmental Education, 15(1), 29-40. https://doi.org/10.2167/irgee185.0
• Thinking about Art: Could Elementary Textbooks Serve as Models of Practice to Help New Teachers and Non Specialists Support Reasoning in Art?
  
  Newton, L. D., & Newton, D. P. (2005). Thinking about Art: Could Elementary Textbooks Serve as Models of Practice to Help New Teachers and Non Specialists Support Reasoning in Art?. International Journal of Art and Design Education, 24(3), 315-324. https://doi.org/10.1111/j.1476-8070.2005.00455.x
• Can elementary textbooks help teachers teach Physical Education for understanding?
  
  Newton, L., & Newton, D. (2005). Can elementary textbooks help teachers teach Physical Education for understanding?. International Journal of Physical Education, 42(1), 26-35.
• The Occurrence of Analogies in Elementary School Science Books
  
  Newton, L. (2003). The Occurrence of Analogies in Elementary School Science Books. Instructional Science, 31(6), 353-375. https://doi.org/10.1023/a%3A1025706410666
• Do primary history books show a concern for explanatory understanding?
  
  Blake, A., Newton, L., Newton, D., & Brown, K. (2003). Do primary history books show a concern for explanatory understanding?. International Journal of Research & Method in Education, 26(2), 149-159. https://doi.org/10.1080/0140672030260207
• But why did Guy Fawkes try to blow up the king, Miss?
  
  Blake, A., Newton, L., Newton, D., & Brown, K. (2003). But why did Guy Fawkes try to blow up the king, Miss?. Primary History., 34, 11-14.
• Do primary school science books for children show a concern for explanatory understanding?
  
  Newton, L., Newton, D., Blake, A., & Brown, K. (2002). Do primary school science books for children show a concern for explanatory understanding?. Research in Science and Technological Education, 20(2), 227-240. https://doi.org/10.1080/0263514022000030471
• Understanding in primary school science teaching.
  
  Newton, L., Newton, D., & Blake, A. (2002). Understanding in primary school science teaching. Investigating : Australian Primary Science Journal, 18(1), 11-13.
• Training in flexible, intensive insulin management to enable dietary freedom in people with type 1 diabetes: dose adjustement for nomrmal eating (DAFNE) randomised controlled trial.
  
  Roberts, S., Amiel, S., Beveridge, S., Bradley, C., Gianfransesco, C., Heller, S., James, P., Mckeown, N., Newton, D., Newton, L., Oliver, L., Reid, H., Robson, S., Rollingson, J., Scott, V., Speight, J., Taylor, C., Thompson, G., Turner, E., & Wright, F. (2002). Training in flexible, intensive insulin management to enable dietary freedom in people with type 1 diabetes: dose adjustement for nomrmal eating (DAFNE) randomised controlled trial. BMJ. British Medical Journal, 325, 746-752. https://doi.org/10.1136/bmj.325.7367.746
• Questions That Help Children Understand Elementary Science
  
  Newton, L. (2002). Questions That Help Children Understand Elementary Science. Investigating, 18(2), 6-9.
• Choosing and judging teachers: What Heads and student teachers think matters
  
  Newton, D. P., & Newton, L. D. (2001). Choosing and judging teachers: What Heads and student teachers think matters. Review of Research in Education, 66(November), 54-64.
• Subject Content Knowledge and Teacher Talk in the Primary Science Classroom
  
  Newton, D., & Newton, L. (2001). Subject Content Knowledge and Teacher Talk in the Primary Science Classroom. European Journal of Teacher Education, 24(3), 369-379. https://doi.org/10.1080/02619760220128914
• Encouraging Historical Understanding in the Primary Classroom
  
  Newton, L. (2001). Encouraging Historical Understanding in the Primary Classroom. Evaluation and Research in Education, 15(3), 182-88.
• What primary school student-teachers and head teachers think matters when choosing and judging a teacher,
  
  Newton, D., & Newton, L. (2001). What primary school student-teachers and head teachers think matters when choosing and judging a teacher,. Research in Education, 66, 54-64.
• Teaching for Understanding in Primary Science
  
  Newton, L. (2001). Teaching for Understanding in Primary Science. Evaluation and Research in Education, 15(3), 143-53.

Monograph

• Questioning: A Window on Productive Thinking
  
  Newton, L. (2017). Questioning: A Window on Productive Thinking. International Centre for Innovation in Education (ICIE).
• From Teaching for Creative Thinking to Teaching for Productive Thought: An approach for elementary school teachers.
  
  Newton, L. (2013). From Teaching for Creative Thinking to Teaching for Productive Thought: An approach for elementary school teachers. International Centre for Innovation in Education.

Presentation

• Students’ Questioning and Problem Finding: A neglected piece of the creative process? Keynote presentation 3 July - 6 July 2018.
  
  Newton, D., Newton, L., & Abrams, P. (2018). Students’ Questioning and Problem Finding: A neglected piece of the creative process? Keynote presentation 3 July - 6 July 2018. Presented at 16th International Conference on Excellence, Creativity, and Innovation in Basic-Higher Education and Psychology, International Centre for Innovation and Education, (ICIE), Paris, France.

Report

• Durham Commission on Creativity and Education
  
  James, S., Houston, A., Newton, L., Daniels, S., Morgan, N., Coho, W., Ruck, A., & Lucas, B. (2019). Durham Commission on Creativity and Education. Arts Council UK and Durham University.
• A problem based learning approach to developing lesson planning skills in primary science
  
  Newton, L., & Newton, D. (2009). A problem based learning approach to developing lesson planning skills in primary science.
• How to Assess Structured Diabetes Education: An improvement toolkit for commissioners and local diabetes communities.
  
  Newton, L., Newton, D., & Sambell, F. (2006). How to Assess Structured Diabetes Education: An improvement toolkit for commissioners and local diabetes communities.
• Reviewing Education Courses on The Self Management of Diabetes.
  
  Newton, D., & Newton, L. (2005). Reviewing Education Courses on The Self Management of Diabetes.
• Training the Trainers: a report on the DAFNE Project.
  
  Newton, L., Newton, D., & Sambell, F. (2001). Training the Trainers: a report on the DAFNE Project.